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The connection between prospective teachers’ procedural and conceptual knowledge with problem-posing skills of fractions

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 2 (2022) · hlm. 763–772

DOI
10.11591/ijere.v11i2.22202
ISSN
2620-5440, 2252-8822
Terbit
2022-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study examined the connections between procedural and conceptual knowledge of addition and subtraction of fractions with the problem-posing skills of prospective primary teachers. The applied method was a correlational study with structural equation modeling-partial least square (SEM-PLS) analysis. The sample in this research was 101 third-year students from a primary teacher education study program of a public university in Riau, Indonesia. The results showed that prospective primary teachers have high procedural knowledge and problem-posing skills on addition and subtraction. However, they have poor performance on problems related to conceptual knowledge of addition and subtraction of fractions. Then, the results also revealed a significant connection between procedural and conceptual knowledge with problem-posing skills on addition and subtraction of fractions of prospective primary teachers. Improving prospective primary teachers’ procedural and conceptual knowledge could raise their problem-posing skills on adding and subtracting fractions.

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  • Riau University
  • Sriwijaya University
  • Islamic University of Riau
  • Acadia University
  • Utrecht University
  • Pennsylvania State University
  • Malikussaleh University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Ayman AljarrahAcadia University4
DahnilsyahAfiliasi tidak diketahui4
Hartono TjoePennsylvania State University2
Jesi Alexander AlimRiau University2
Ningrum MelihayatriAfiliasi tidak diketahui2
Darmawijoyo DarmawijoyoSriwijaya University1
Ratu IlmaSriwijaya University1
Jaap den HertogUtrecht University1
Hans-Stefan SillerAfiliasi tidak diketahui1
Shindy LestariAfiliasi tidak diketahui1
Otang KurniamanRiau University1
Dea Sinta MaharaniRiau University1
Nofrico AfendiRiau University1
ZetriuslitaAfiliasi tidak diketahui1
Rezi AriawanAfiliasi tidak diketahui1
Damar RaisAfiliasi tidak diketahui1
Firdaus FirdausAfiliasi tidak diketahui1
Imam FakhruddinAfiliasi tidak diketahui1
Kheqal FitradinataAfiliasi tidak diketahui1
Misbahul JannahMalikussaleh University1
Wati OvianaAfiliasi tidak diketahui1
Zikra HayatiAfiliasi tidak diketahui1
Jarjani UsmanAfiliasi tidak diketahui1
M. NorisAfiliasi tidak diketahui1
Siti NurhalimahAfiliasi tidak diketahui1
Siti MaisarohAfiliasi tidak diketahui1
Febri LoskaAfiliasi tidak diketahui1
Dedek AndrianAfiliasi tidak diketahui1
Nofriyandi NofriyandiIslamic University of Riau1
Reni WahyuniIslamic University of Riau1
Risnawati RisnawatiAfiliasi tidak diketahui1
Zubaidah Amir MZAfiliasi tidak diketahui1
Editha DacaraAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The connection between prospective teachers’ procedural and conceptual knowledge with problem-posing skills of fractions</dc:title>
	<dc:creator>Afrillia, Yesi Martha</dc:creator>
	<dc:creator>Putra, Zetra Hainul</dc:creator>
	<dc:creator>Noviana, Eddy</dc:creator>
	<dc:creator>Hidayat, Riyan</dc:creator>
	<dc:creator>Dahnilsyah, Dahnilsyah</dc:creator>
	<dc:subject xml:lang="en-US">Conceptual knowledge; Problem-posing skills; Procedural knowledge; Prospective primary teachers</dc:subject>
	<dc:description xml:lang="en-US">This study examined the connections between procedural and conceptual knowledge of addition and subtraction of fractions with the problem-posing skills of prospective primary teachers. The applied method was a correlational study with structural equation modeling-partial least square (SEM-PLS) analysis. The sample in this research was 101 third-year students from a primary teacher education study program of a public university in Riau, Indonesia. The results showed that prospective primary teachers have high procedural knowledge and problem-posing skills on addition and subtraction. However, they have poor performance on problems related to conceptual knowledge of addition and subtraction of fractions. Then, the results also revealed a significant connection between procedural and conceptual knowledge with problem-posing skills on addition and subtraction of fractions of prospective primary teachers. Improving prospective primary teachers’ procedural and conceptual knowledge could raise their problem-posing skills on adding and subtracting fractions.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22202</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i2.22202</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 2: June 2022; 763-772</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22202/13335</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>